Tuire Koponen, Tuija Aro, Markku Leskinen, Pilvi Peura, Helena Viholainen, and Mikko Aro <br/><br/>
Cognitive Skills, Math-Related Emotions, and Beliefs ExplainingResponse to Arithmetic Fluency Intervention  (Journal Article) 

 - Philadelphia, USA   : Taylor and Francis Group and Routledge   ,March 2024 
 - 411-430p. 
 - The Journal of Experimental Education    Volume 92: Number 3-4, 2024 .
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<br/><br/> Abstract: <br/>We examined the associations of cognitive skills, math-related emotionsand beliefs, and gender with responses to an arithmetic fluency interven-tion. Elementary school children with dysfluent arithmetic skills (Nž69) par-ticipated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools for 12 weeks.Hierarchical regression models including cognitive skills or math-relatedemotions and beliefs predicted 21% to 50% of the variation in the inter-vention response, i.e., improvement in arithmetic fluency. Cognitive skillswere associated with the response mainly among boys, whereas math-related emotions and beliefs explained more among girls. Thus, both cog-nitive and non-cognitive factors and their interaction with gender shouldbe considered when identifying non-responders who may need more indi-vidually tailored support at school. 
<br/><br/><label>ISSN: </label>0022-0973   
<br/><br/><label>Subjects--Topical Terms: </label><br/>Arithmetic fluency | cognitiveskills | gender differences | math-related emotions